PENGARUH TEKNIK KLARIFIKASI NILAI DAN KONSEP DIRI TERHADAP SIKAP TANGGUNG JAWAB SISWA KELAS IV SEKOLAH DASAR DI KECAMATAN SIDOARJO

Tujuan penelitian untuk mengetahui pengaruh Teknik Klarifikasi Nilai (TKN), Ekspositori dan konsep diri terhadap sikap tanggung jawab siswa kelas IV sekolah dasar. Pada latar belakang dikemukakan bahwa pembelajaran PPKn masih pada konteks pengajaran pengetahuan, bukan penanaman sikap (knowing bukan being). Sebagai contoh terjadinya kasus bullying sebagai akibat nilai yang diajarkan dengan kata, bukan dengan pembiasaan, contoh atau penciptaan lingkungan belajar. Ada hubungan sebab akibat antara attitude bullying dan behavior bullying. Tindakan bullying merupakan wujud dari sikap negatif siswa atau sikap tanggung jawab siswa kurang. Artinya perilaku siswa ketika melaksanakan hak dan kewajiban dalam interaksi dengan lingkungan kurang baik. Sikap dipengaruhi konsep diri siswa, yaitu persepsi individu terhadap fisik, psikologis, kelebihan dan kekurangan yang menjadi karakteristik dirinya, yang terbentuk dari pengalaman berinteraksi dengan lingkungan dimana orang lain memiliki peranan yang signifikan dalam membentuk kepribadian. Untuk itu perlu dilaksanakan dalam pembelajaran sehingga dapat menumbuhkembangkan konsep diri positif siswa. Pendekatan pembelajaran SCL yang diimplementasikan dengan metode pembelajaran Teknik Klarifikasi Nilai yang bertujuan menumbuhkan kesadaran siswa dengan cara memberikan kebebasan untuk memilih, menghargai dan bertindak sesuai nilai kebaikan yang selanjutnya akan menentukan perilaku berlandaskan hubungan perasaan dan peningkatan kesadaran diri. Menggunakan metode penelitian eksperimen dengan desain treatment by level 2x2. Populasi penelitian siswa pada limabelas SDN di Kecamatan Sidoarjo dan populasi terjangkau siswa kelas IV SDN Sedati Gede II, sejumlah 80 orang. Temuan: 1) Terdapat perbedaan signifikan antara sikap tanggung jawab siswa yang belajar dengan TKN memperoleh skor 86,55 dan Ekspositori mendapatkan skor 81,64. 2) Terdapat pengaruh interaksi antara metode pembelajaran dan konsep diri terhadap sikap tanggung jawab siswa sebesar 70,8%. 3) Ada perbedaan signifikan antara sikap tanggung jawab siswa yang belajar dengan TKN dan Ekspositori pada siswa yang memiliki Konsep Diri Tinggi. Uji Tuckey menunjukkan perbedaan rata-rata skor 9,00; 4) Terdapat perbedaan signifikan antara sikap tanggung jawab siswa yang belajar dengan TKN dan Ekspositori pada siswa yang memiliki konsep diri rendah. Ditunjukkan dari Uji Tuckey perbedaan rata-rata skor 3,00. Terbukti TKN relevan dipergunakan untuk pendidikan sikap tanggung jawab sebagai implementasi dari pendidikan nilai dalam rangka Pendidikan Karakter di sekolah. Melalui penerapan TKN diharapkan terjadi internalisasi nilai pada diri siswa sehingga terwujud sikap kebaikan yang menjadi perilaku yang diulang-ulang dan pola hidup. Guru diharapkan dapat memahami dan menerapkan TKN dalam pembelajaran di sekolah. Khususnya PPKn sebagai mata pelajaran yang sarat nilai, sehingga tercapai internalisasi nilai pada siswa. The study aims to determine the effect of the Value Clarification Technique (VCT), expository and self-concept on the attitudes of responsibility of fourth grade students in elementary schools. It was stated in the background that the Civics learning was still in the context of teaching knowledge, not instilling an attitude (knowing not being). As the example, the case of bullying as a result of values taught verbally, not by habituation, examples or creation of the learning environment since there is a causal relationship between attitude bullying and behavior bullying. Bullying is a manifestation of students' negative attitudes or the lack of attitude of responsibility. In other words, their attitudes were not so good when they performed their rights and obligations. Attitude is influenced by students' self-concepts on the physical individual perceptions, psychological, strengths and weaknesses as their characteristics which are formed from the experience of interaction with the environment where other people have a significant role in creating personality. For this reason, it needs to be implemented in learning so that students can develop their positive self-concepts. The SCL learning approach implemented by using the Value Clarification Technique learing method aims to foster student awareness by providing freedom to choose, respect and act according to the value of goodness which will further determine behavior based on feelings relationship and increasing of self-awareness. The research method used is an experimental research method with a 2x2 treatment level design. The research population is fifteen state elementary schools in Sidoarjo District and an adjucent population of Grade IV students of state elementary school of Sedati Gede II with a total of 80 students. The findings showed that 1) There was a significant difference on the scores of students’ attitudes of responsibility who studied by using VCT and expository. The score of students who studied using VCT and expository were 86.55 and 81.64. 2) There was an interaction effect between the learning method and self-concept on students' attitudes of responsibility by 70.8%. 3) Students who had a High Self-Concept tended to have significant different attitudes of responsibility on the use of VCT and expository technique in their studies. The Tuckey Test shows an average difference score of 9.00; 4) In contrast, students who had low self-concepts also tended to have significant different attitudes of responsibility on the use of VCT and expository in their studies and it was proofed by the Tuckey test which showed an average difference of 3.00. It is proven that VCT was appropriate to be used in learning attitudes of responsibility as the implementation of educational values in schools in line with the teaching character at schools. It is expected that by the implementation of VCT, the internalization of students' values will occur so that good behavior can be realized and becomes a habituation and lifestyle. Teachers are expected to understand and implement VCT in their learnings in schools. Especially in civics as a subject which contains of moral values, so that the internalization of these values can be achieved